Chapter 14: Partnering with 21st Century Families

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Michelle Cottrell

Early Childhood Education: Learning Together by Virginia Casper and Rachel Theilheimer (c)2009 McGraw-Hill Publishing

Part Five: Linking to Home and Community Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Chapter 14: Partnering with Twenty-first Century Families Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Families ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

3 Types of Relationships ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Parent Education Programs ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family Support Programs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family-School Continuity Goals and Assumptions ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Resistance to Parent Interactions ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family Factors ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Institutional Racism ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family Diversity ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Definitions of Father ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family Configuration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Lesbian- and Gay-Headed Families ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Gathering Personal Information ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Finding Optimal Distance ,[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Communication with the Family ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Demonstrating Respect ,[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Active Listening ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Third Space ,[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Family Interactions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Parent-Teacher Conference ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Sharing Information ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Facing Serious Issues ,[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

Being an Advocate ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

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PART III Building Family–School Relationships to Maximize Student Learning Chapter 8 Getting Acquainted with Students’ Families Teresa N. Leibforth and Mary Ann Clark Chapter 9 Using Families’ Ways of Knowing to Enhance Teaching and Student Learning Maria R. Coady Chapter 10 Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences Ellen S. Amatea and Kelly L. Dolan Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning. CHAPTER 8 Getting Acquainted with Students’ Families Teresa N. Leibforth and Mary Ann Clark Learning Objectives After reading this chapter, you will be able to: ■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families. ■ Outline cultural differences in communication styles that influence family–school interaction. ■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication. Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students. There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.

PART III Building Family–School Relationships to Maximize Student .docx

PART III Building Family–School Relationships to Maximize Student .docx

PART III Building Family–School Relationships to Maximize Student .docx

PART III Building Family–School Relationships to Maximize Student Learning Chapter 8 Getting Acquainted with Students’ Families Teresa N. Leibforth and Mary Ann Clark Chapter 9 Using Families’ Ways of Knowing to Enhance Teaching and Student Learning Maria R. Coady Chapter 10 Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences Ellen S. Amatea and Kelly L. Dolan Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning. CHAPTER 8 Getting Acquainted with Students’ Families Teresa N. Leibforth and Mary Ann Clark Learning Objectives After reading this chapter, you will be able to: ■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families. ■ Outline cultural differences in communication styles that influence family–school interaction. ■ Describe everyday routines by which you can become acquainted with students’ families and develop ongoing lines of communication. Educators who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture, promote the successful learning of all their students and enhance their own ability to reach and teach each of their students. There is a growing recognition that teachers are the key agents for reaching out to par-ents/caregivers. The teacher’s attitude and practices—not the education, socioeconomic status, or marital status of the parent—have the strongest influence on whether parents become involved in their children’s schooling (Colbert, 1996; Epstein & Sheldon, 2002; Erford, 2010). Educators, who take the time to get acquainted with parents, to listen to them, to empathize with their perspective, and to learn from them about their child and their home culture promote the successful learning of all their students and enhance their own ability to reach and teach each of their students (Weiss, Caspe, & Lopez, 2006). Lawrence-Lightfoot (2003) makes a poignant and powerful point that no dialogue is more important than that between te.

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PART III Building Family–School Relationships to Maximize Student .docx

PART III Building Family–School Relationships to Maximize Student .docx

Week 4 Assignment Developing Relationships Community relationships are important in school success. Schools are often at the center of community activity and can be a significant source of pride to a community. Creating and sustaining this positive relationship is part of every educator’s work. This is especially true in communities where tax levy elections support the school. Establishing positive community relationships is the right thing to do. When people in the community work together on behalf of students, great things can happen. Part of establishing positive community relationships is “getting the message out” about the good things the school is doing in/for the community. For this assignment, you are to take the part of a teacher who has been invited to speak for 10-15 minutes to a community group (your choice) to discuss the school, what students are doing in/for the community, and how the community can best support the school and its students. Your presentation should be creative, engaging, and media focused. You may use the presentation software of your choice (Power Point, Present Me, Prezi, etc.). The length of the presentation should be sufficient to cover a 10-15 minute presentation. It is not necessary to use reference materials, but any reference materials cited should be cited/referenced according to APA as outlined in the Ashford Writing Center. Please be sure to include speaker’s notes in your presentation. Carefully review the Grading Rubric (Links to an external site.) for the criteria that will be used to evaluate your assignment. INSTRUCTOR GUIDANCE WEEK FOUR *Special thanks to Dr. Patrice Jones for sharing her original guidance in this document. Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6). Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the ...

Week 4 Assignment Developing RelationshipsCommunity relationship.docx

Week 4 Assignment Developing RelationshipsCommunity relationship.docx

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Week 4 Discussion 2 Parent Support Some parents may not know how to support their children in school. These parents as children may have had an unsuccessful school experience where they felt frustrated and even ashamed of their personal educational outcomes. Understanding that these parents may not have the knowledge on how to navigate the educational system to the advantage of their children, identify what does Hjalmarston suggest? Do you agree with Hjalmarson’s characterization of the problem and her categorization of parents? INSTRUCTOR GUIDANCE WEEK FOUR *Special thanks to Dr. Patrice Jones for sharing her original guidance in this document. Did you know there is a National African American Parent Involvement Day (NAAPID) that takes place in schools across the country in the month of February? Inspired by a speech during the Million Man March in 1995 that challenged all the men in the crowd to give back to their community, Michigan school Principal Joseph Dulin initiated this movement as a day of events encouraging parents to get more involved in their child's school. “It comes during Black History Month,” explains Dulin, “and I thought it was a tremendous time to introduce it as a project for parents to get into our schools to exchange notes, phone numbers, emails, have conversations and get in touch with the teachers” (Cavanaugh, 2016, para. 6). Although the day is geared toward African American parents, the schools encourage every parent to participate for a common goal of promoting parent involvement, eliminating the achievement gap, and creating partnerships among stakeholders. Hugh Price, retired CEO of the National Urban League and founder of Campaign for African-American Achievement, explains that "community norms have traditionally played a particularly central role in the lives of black Americans" (Price, 2008, p. 19). A variety of students from different cultural backgrounds benefit from the help that school-family-community partnerships can provide. When schools use the resources at hand, they have the capacity to improve students' achievement and provide strategies that parents can use to develop skills needed in continuing to help their children. What are your thoughts on having a day specifically to get African American parents involved in school? What types of resources are used to prepare for the day’s events? Continuing along the same lines of meeting the needs of parents, educators who are culturally responsive will take it upon themselves to learn what is needed for students and parents from diverse backgrounds. It has already been established that when parents get involved in their child's education by doing such things as attending school events, children thrive academically; however, the lack of financial resources experienced by some families causes a struggle in promoting parental involvement through the conventional ways. Roberts (2011) notes that a large number of economically-disadvantaged students ...

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Activity I: An activity on the critical path of a project was scheduled to be completed within 12 weeks, with a budget of $8,000. During a performance review, which took place 7 weeks after the activity was initiated, it was found that 50% of the work had already been completed and that the actual cost was $4,500. a) Calculate the EV of the activity. b) Calculate the CI and SI for the activity. c) Calculate the expected BAC using the original estimate approach. d) Calculate the expected BAC using the revised estimate approach. e) Compare and discuss the results obtained in parts (c) and (d). Activity II: Identify a new product that is based on an innovation in technology, and draw up a strategic technical plan for its development. Be sure to discuss the risk factors at each stage, and indicate how you would deal with each. The assignment is to answer the question provided above in essay form. This is to be in narrative form and should be as thorough as possible. Bullet points should not to be used. The paper should be at least 1.5 - 2 pages in length, Times New Roman 12-pt font, double-spaced, 1 inch margins and utilizing at least one outside scholarly or professional source related to project management. The textbook should also be utilized. Do not insert excess line spacing. APA formatting and citation should be used. PART III Building Family–School Relationships to Maximize Student Learning Chapter 8 Getting Acquainted with Students’ Families Teresa N. Leibforth and Mary Ann Clark Chapter 9 Using Families’ Ways of Knowing to Enhance Teaching and Student Learning Maria R. Coady Chapter 10 Fostering Student and Family Engagement in Learning Through Student-Led Parent Conferences Ellen S. Amatea and Kelly L. Dolan Educators need strategies for building effective partnerships with families, not only for the purpose of solving student problems, but also for maximizing student learning. In Chapters 8, 9, and 10, we describe strategies that educators use that focus on creating stronger connections with families to maximize student learning and development. In Chapter 8, we focus on the communication skills and practices that educators can use routinely to build a sense of connection with their students’ families. In Chapter 9, we examine the unique challenges faced by second language learners and their families and the instructional and noninstructional strategies that educators can use to build working relationships with families. In Chapter 10, we describe the use of student-led parent conferences as a powerful tool for establishing relationships with students and their families that give students a greater voice in their assessment of their learning. CHAPTER 8 Getting Acquainted with Students’ Families Teresa N. Leibforth and Mary Ann Clark Learning Objectives After reading this chapter, you will be able to: ■ Describe specific attitudes and communication skills needed to develop trusting relationships with students’ families. ■ Outline cul.

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One of the objectives of all educational institutions is to nurture and cultivate parents’ engagement in the academic growth of their children. Teachers and administrators in faith-based nonpublic schools must make an added, deliberate effort to engage and support the parent role as the primary educator, especially since these parents have consciously chosen to send their children to a nonpublic school. Presented by Dr. Ron Valenti National Manager for Non-Public Schools Catapult Learning

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Understanding Accommodations and Modifications

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80 ĐỀ THI THỬ TUYỂN SINH TIẾNG ANH VÀO 10 SỞ GD – ĐT THÀNH PHỐ HỒ CHÍ MINH NĂ...

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Chapter 14: Partnering with 21st Century Families

1. Part Five: Linking to Home and Community Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

2. Chapter 14: Partnering with Twenty-first Century Families Copyright 2010 McGraw-Hill Companies, Inc. New York, New York

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